STATE OF KANSAS 

DEPARTMENT OF EDUCATION 



PROFESSIONAL NORMAL 
INSTITUTES 



TOPICS FOR LECTURES AND DISCUSSIONS 
WITH SYLLABI AND REFERENCES 



PREPARED BY AUTHORITY OF THE 
STATE BOARD OF EDUCATION 



'^9M 



STATE OF KANSAS 

DEPARTMENT OF EDUCATION 



PROFESSIONAL NORMAL 
INSTITUTES 



TOPICS FOR LECTURES AND DISCUSSIONS 
WITH SYLLABI AND REFERENCES 



PREPARED BY AUTHORITY OF THE 
STATE BOARD OF EDUCATION 



KANSAS STATE PRINTING PLANT. 

W. R. Smith, State Printer. 

TOPEKA. 1916. 

6-2940 






STATE BOARD OF EDUCATION. 



W. D. Ross, Chairman, 
State Superintendent of Public Instruction, Topeka. 

Frank Strong, 
Chancellor of the University of Kansas, Lawrence. 

H. J. Waters, 
President of the Kansas State Agricultural College, Manhattan. 

Thos. W. Butcher, 
President of the Kansas State Normal School, Emporia. 

Lilian Scott, 
Professor of Pedagogy, Baker University, Baldwin City. 

W. 0. Steen, 
County Superintendent of Public Instruction, Abilene. 

H. W. Shideler, 
Superintendent of City Schools, Girard. 



L. D. Whittemore, Secretary, 
Topeka. 

D. of jU. 
AUG 10 1916 






CONTENTS. 



PROFESSIONAL NORMAL INSTITUTES 5 

TOPICS FOR LECTURES AND DISCUSSIONS 7 

I. The Reorganization of Public Elementary Education 7 

1. The New Conception of Education 7 

2. The Part of the Community in the Establishment of a Model 

Rural School 8 

3. The Teacher's Part in the Administration of a Standard 

School 9 

4. Modern Methods in Teaching 10 

5. The Profession of Teaching 11 

II. The Child and His Environment 12 

1. The Physical Child and His Physical Environment 12 

2. The Mind of the Child: Its Growth and Training la 

3. The Child in His Social Relations 14 

4. The Child as a Citizen of the State and the Nation 15 

5. The Child and World Relationships 16 

III. The Elements of Literary Education 17 

1. Learning to Read and Reading 17 

2. The Alphabetic Structure of English Words 18 

3. Handwriting as a Process of Education 19' 

4.^ The Science of Language 19' 

5. The Science of Numbers and Its Applications 20- 

IV. Self-expression as a Means of Education 21 

1. The Educative Value of Play 21 

• 2. Self-expression Through Oral Language 22 

3. Self-expression Through Written Composition 22 

4. Self-expression Through Material Construction 23 

V. Prevocational Teaching in the Common Schools 24 

1. Education With Reference to the Child's Future Occupation . 24 

2. The Teaching of Agriculture 25 

3. Home Economics in the Rural School 26 

VI. The Cultivation of Appreciation 27 

1. The Appreciation of Literature 27 

2. The Appreciation of Art 27 

3. The Appreciation of Music 29 

4. Beauty in Conduct 29 

BOOK LIST 30 

(3) 



Professional Normal Institutes. 



IN ACCORDANCE with the recommendations of the state 
superintendent of public instruction, the county superintend- 
ents, and the educational council of the State Teachers' Asso- 
ciation, the legislature of 1915 amended the law relating to 
county normal institutes, making it possible to hold institutes for 
terms varying from five to twenty days; and since the academic 
training of teachers is now amply provided for in the high schools 
with normal-training courses, and in the regular and summer 
sessions of the State Normal Schools, the State University, the 
State Agricultural College and the private institutions, it is 
possible to arrange a professional program for the short-term 
county institutes which will give an opportunity for the presenta- 
tion and consideration of improved and modern methods of 
administration, management, and instruction. 

The presentation of this matter can best be made through 
lectures and addresses given by thoroughly qualified specialists 
employed for this purpose, and the consideration of the matter 
thus presented can be made profitable by conferences and dis- 
cussions directed by the lecturers and participated in by those 
attending the institute. All in attendance should be encouraged 
to take full notes and to contribute to the interest and value of 
the institute by offering suggestions drawn from their own study, 
observation, and experience. 

It is desirable that something should be presented on each of 
the main topics designated by the Roman numerals, and each of 
the subtopics should be treated as fully as circumstances permit ; 
but the number of lectures on each topic must be determined by 
local conditions, such as the needs of the county, the number and 
special talents of the lecturers, etc. If a plan should be made to 
cover two or more years, it would probably be best to make the 
work of the first year comprehensive rather than intensive, leaving 
the more detailed treatment for the future. 

As a substitute for any of the topics proposed, any others may 

be used which seem more suitable, and additional subjects may be 

* introduced for discussion before the entire institute or by special 

groups, as circumstances may require. The county superintendent 

(5) 



6 Kansas State Board of Education. 

may well take occasion to discuss with the teachers any special 
problems which concern the county, and he may properly advise 
the lecturers which topics should be emphasized. 

One or more evening lectures, concerts or entertainments of an 
educational or inspirational character should be provided if 
possible. These occasions will give an opportunity for the people 
of the community to enjoy some of the advantages which the 
institute offers, and will serve as an example of cooperation 
between the school and the community. 

The daily program should provide from three to five or more 
lectures each forenoon, and for conferences in the afternoon at 
which the subjects presented in the morning may be informally 
discussed and amplified. 

In the larger institutes it will not be possible for any one person 
to attend all the lectures, but each person in attendance should 
decide in advance to what particular subjects he will give his 
chief attention, and having made his choice he should faithfully 
follow the plan adopted without changing unduly from one 
subject to another. The best results will follow the consistent 
observance of a definite plan of study. 

Since the term is short, the teachers in attendance will not be 
able to do much outside reading or study during the session, but 
should devote themselves exclusively to the lectures and con- 
ferences, deferring supplementary reading and study to a later 
time. 

The profitable operation of a five-day institute will require 
from three to five lecturers or instructors on full time, or a larger 
number for shorter periods, each of whom should be specially 
qualified to present one or more of the subjects designated. In a 
ten-day institute a more comprehensive treatment of the subjects 
will be possible and a greater amount of reading and study on the 
part of those in attendance. 

In connection with the following syllabi, references are given 
to the books from which the topics have been chiefly gathered 
and in which the same topics have been treated. No attempt 
has been made to provide an exhaustive list of books, but the list 
has been limited to a comparatively small number of books likely 
to be of the greatest practical value to lecturers in making their 
preparation and also to teachers as a guide to subsequent reading 
and study. Several of the books referred to contain extensive 
bibliographies which will direct the student to the most important 
sources of information on the problems of public education. 



Topics Proposed for Lectures and Discussions. 

Syllabi and References. 



The lectures and discussions need not be confined to the topics 
and outhnes herein proposed, which are provided not necessarily 
to be closely followed but to indicate the subjects which are under 
general discussion and which have been treated suggestively in 
the books referred to. 

I. The Reorganization of Public Elementary Education 

in Accordance With Modern Ideals and Modern 

Standards of Efficiency. 

1. The New Conception of Education. The modern defi- 
nition of education in terms of efficiency and the need of a re- 
adjustment in organization and methods. 

The new interest in public education and the changing ideals. Natural 
development, self-activity, and capability fundamentals in educational 
theory. The modern demand for a broader education in harmony with the 
new social and industrial needs. Redirecting and revitalizing the school, 
with emphasis on training for life. The practical meaning of efficiency, 
involving knowledge, attitude, and technique or skill. Education as prep- 
aration for efficiency. Recent educational progress and changes under way. 

Education as an adjustment to environment. Characteristics of the 
rural community. The industrial and social homogeneity and the funda- 
mental intelligence of the rural community. The great rural-life interests 
and the recent rural-life movement. Rural-life problems. Effect of new 
rural-life conditions on the rural school. Recent progress in agricultural 
pursuits. New standards in farming. The rural school and better farming. 
The farmer's ability to support better schools. 

Interest in the rural-school problem. The importance of the rural school 
in the educational system of the state. Comparison of present rural schools 
with those of former times. Failure of the rural school to participate in 
recent educational progress. The demand for better rural schools. The 
adjustment of the rural school to its problems. Adapting the rural school 
to rural conditions. Fundamental needs in rural schools. Their scope in- 
adequate. The curriculum too limited. Length of session too short. The 
inflexibility of the ordinary school. The character, tenure, and remuneration 
of teachers. High-school privileges for rural children. Disadvantage of 
sending rural child to town for- high school. Material equipment. The need 
of better organization, better buildings and equipment, better financial sup- 
port. The advantages and opportunities of rural schools. Poor rural schools 
not necessary. Drawing power as a means of efficiency. The rural school of 
the future to attract boys and girls. 

(7) 



8 Kansas State Board of Education. 

The need of leadership. Responsibility of teacher and superintendent. 
The teacher's need of vision. The teacher's place of influence. Influence of 
the press. The standards of the community. 

REFERENCES. 

Betts. New Ideals in Rural Schools, p. 1-24, 57-63. 

Betts and Hall. Better Rural Schools, p. 1-39, 447-488. 

BoYER. Modern Methods for Teachers, p. 11-23. 

CuBBERLEY. Improvement of Rural Schools, p. 1-73. 

CuBBERLEY. Rural Life and Education, p. 1-159, 173-176. 

Dewey. Schools of To-morrow, p. 1-59. 

FoGHT. The American Rural School. 

Klapper. Principles of Educational Practice, p. 3-21. 

Leake. The Means and Methods of Agricultural Education, p. 32-64. 

Wilson. The Motivation of School Work, ch. XII. 

2. The Part of the Community in the Establishment of 
A Model Rural School. The requirements for a "standard 
school" in respect to building, grounds, equipment, organization, 
etc. 

The importance of the school in a rural community. The fundamental 
relations of school and community. The effect of low community standards 
of education. Educational resources of rural communities. The rural school 
as a social center. The responsibility of the community for the character of 
the school. The responsibility of voters in the school district. The school 
board and its duties. The rights and duties of patrons. The rights and 
duties of children as members of the community. Harmony of effort neces- 
sary. 

Characteristics of country life. Educational advantages and disadvantages 
of country life. What education can do in the organization of a country 
community. Recent rural prosperity in contrast with the poverty of the 
rural school. Reorganization needed to make the rural school effective as a 
social and intellectual center. 

Organization and maintenance of the district school. Strength and 
weakness of the district system. Advantages and disadvantages of the 
county system. The necessity for the one-room school and the need of its 
improvement. Advantages of the one-room school, and its possibilities. 

Standardizing rural schools. The need of standards. Requirements for a 
"Standard School." The building. Why the old type persists. Fundamental 
needs in a modern school building. Heating, lighting, hygienic conditions, 
water supply, trees, gardens, playgrounds, interior decoration, furniture, 
library. Work room and apparatus. The need for better teaching equip- 
ment. Janitor service. 

Financial support. Lack of adequate financial support in rural schools. 
The effect of poor equipment and low salaries. Relation of salary to efficiency. 
The effect of short terms of teachers. Taxation. The advantages of a 
county system of taxation. The apportionment of state and county funds. 
The teacher rather than the school census the unit of cost. 



Professional Normal Institutes, 9 

Consolidation of schools as a means of promoting efficiency." The loss 
in efficiency through small schools. Method of procedure in consolidation. 
How the consolidated school meets social demands. Other advantages. 
Hindrances and how they may be removed. 

REFERENCES. 

Betts. New Ideals in Rural Schools, p. 25-56, 98-104, 109-112. 
Betts and Hall. Better Rural Schools, p. 215-325, 347-399. 
CuBBERLEY. Rural Life and Education, p. 177-255, 328-347. 
CULTER AND Stone. The Rural School, p. 1-44, 112-142, 222-242. 
Dewey. Schools of To-morrow, p. 164-228. 

Hart. Educational Resources of Village and Rural Communities. 
Kansas State Department of Education. Standard Rural Schools. 
Seerley. The Country School, p. 3-26, 33-44, 127-158, 197-211. 

3. The Teacher's Part in the Administration of a Stand- 
ard School. The problems of organization, management, 
discipline, etc. 

What organization of a rural school means. The importance of a good 
beginning. A definite policy necessary. Importance of the teacher's manner 
and spirit. The rural teacher must meet difficulties alone. The teacher 
measured by his management. Characteristics of good management. Mani- 
festations of the teacher's skill. Situations that require self-control. Uni- 
formity in methods. Habits resulting from good management. Classifica- 
tions of pupils and schools records. 

The routine of the daily program. The problem of attendance. Distri- 
bution and economy of time in the arrangement of classes. Need of relieving 
monotony. Purposes, mechanics, devices, and methods of the recitation 
period. Length of recitations. School exercises and activities other than 
study and recitation. School interests connected with home interests. 
Responsibility for the physical welfare of children. Profitable use of recess 
periods. Organized play. 

Problems of school government. What is a well-disciplined school? . 
Educative influence of good discipline. Personal qualities required. Positive 
and negative attitude. Objective and subjective attitude. Difference 
between order and discipline. Value of periods of relaxation. School virtues. 
Guarding the morals of pupils. Danger points. Effect of distractions and 
unnecessary confusion. The care of school property. 

Types of discipline. The teacher 's authority. The place of rules and . 
regulations. Limitations in prevailing school discipline. School govern- 
ment based on authority less efficacious than that based on moral and 
spiritual elements. Discipline in freedom. The religious and moral factor. 
Group responsibility. Cooperation of pupils. Socializing through proper 
discipline. The effect of high standards and work on discipline. Interest 
and discipline. Efficacy of the pleasant and the unpleasant. Appreciation 
of humor in the schoolroom. Individual treatment. Physical defects as 
causes of dullness and disorder. Rewards and punishments. Place and 
limitations of coercive measures. 



10 Kansas State Board of Education. 

REFERENCES. 

Bagley. School Discipline. 

Betts and Hall. Better Rural Schools, p. 43-92, 165-196. 
CuBBERLEY. Rural Life and Education, p. 256-282. 
CULTER AND Stone. The Rural School, p. 63-111, 143-168. 
O'Shea. Everyday Problems in Teaching, p. 1-103. 
Seerley. The Country School, p. 27-32, 45-77. 

4. Modern Methods in Teaching. The course of study and 
the principles of instruction, with emphasis on the welfare of the 
pupil rather than on the system or subject. Boys and girls 
considered as persons rather than as schoolboys and schoolgirls. 

Teaching the fundamental purpose and the highest function of the 
schools. The aims of education. The social ideals of education. The 
child rather than the subject matter the teacher's chief concern. The 
teacher must know the child and the subject matter. Meeting the child on 
his own plane. The boy versus the schoolboy. 

The purpose of the course of study. The need of a broader and richer 
curriculum. How the course of study may help the teacher. The course of 
study as a taskmaster. Danger of overworking teacher and pupil. The 
subject matter of the schools and changing social conditions. The sources 
and development of subject matter. Books and subject matter. What 
can be taught in a rural school. The scientific, literary, and social factors. 
Training the hand. Manual training, agriculture, and domestic science in 
the rural school. The place of art and music in the curriculum. Vocational 
subjects alone not sufficient. The fundamental branches. The value of 
information subjects. Changes in teaching the fundamental branches. 
Elimination of useless and obsolete matter. The principle of correlation. 
Economy of time. What knowledge is of most worth? 

Principles of instruction. The general purpose acquisition and develop- 
ment. Knowledge not a thing but an art. Activity the basis of life. Knowl- 
edge not transferable. Teaching pupils to think and to execute. Habits 
and skill. The instructive equipment of children in their native endowment 
of instincts and capabilities. The rudimentary education received by rural 
children. Things that should be known by rural boys and girls. Appercep- 
tive teaching. Education should extend experience and increase the learn- 
er's control over its values. 

Motivating school work. The technique of motivated teaching. Vital- 
izing the curriculum. Motives as creative of incentives and interest. Making 
school work significant to the pupil. The importance of interest in instruc- 
tion. The contagion of interest. The pleasure element in subject matter. 
The taunt of making things too easy or too interesting. Mental inertness. 
The problem of securing continued attention. Types of attention. The 
causes and consequences of spiritless teaching. Vital versus formal teaching. 

The teaching process. Lesson plans. Types of class procedure. The 
telling or lecture method. The object lesson. The advantages and limita- 
tions of the inductive method. The deductive lesson. Frequency of de- 



Professional Normal Institutes, 11 

ductive thinking. Careful assignment required in good teaching. Need of 
teaching how to study. Value of open-book lessons. The wastage of the 
didactic method. Danger of the cramming method. 

The object and value of the recitation. Oral and written recitations. 
The recitation less important than other types of exercises. Weakness of 
the recitation as ordinarily conducted. Principles governing the recitation. 
Children should be individualized. The book versus telling. Supplementing 
the text. Question and answer method. The art of questioning. Danger 
of being satisfied with words or vague and incoherent answers. Clear think- 
ing contrasted with verbal repetition. The need of drill. Repetition with 
attention. 

Reviews and examinations. When reviews are helpful or necessary. 
Objects of examinations as a test of teaching. Measuring the results of teach- 
ing. Testing power and skill. Testing knowledge. The need of scales of 
measurement. 

REFERENCES. 

Betts. New Ideals in Public Schools, p. 92-104. 

Betts and Hall. Better Rural Schools, p. 197-211. 

BOYER. Modern Methods for Teachers, p. 44-52. 

Charters. Teaching the Common Branches, p. 322-345. 

Dewey. Schools of To-morrow, p. 60-102, 132-163. 

Earhart. Types of Teaching. 

Kansas State Normal School. Measurements and Standards. 

Kemp. Methods for Elementary and Secondary Schools, p. 3-58. 

King. Education for Social Efficiency, p. 232-251. 

Klapper. Principles of Educational Practice, p. 91-150. 

O'Shea. Everyday Problems in Teaching, p. 104-308. 

Seerley. The Country School, p. 78-99, 159-172. 

Strayer. The Teaching Process. 

Wilson. The Motivation of School Work, chapters I-IV, XI, XII. 

5. The Profession of Teaching. Personal qualifications of 
the ideal teacher and professional opportunities and responsibilities 
in the reorganized school. 

The high calling of the teacher. The teacher the source of the school's 
spiritual power. The teacher's power to promote or to hinder progress. 
The profession of the teacher a great human employment, unsatisfactory as 
a trade, but satisfying as a profession. The teacher's moral obligation. 
The legal status. Certification. The teacher's authority. Relation to 
pupils, to parents, to society. Social recognition. A longer tenure desirable 
for rural teachers. The salary factor. Teaching as its own reward. 

Characteristics which every true teacher must possess. Demand for 
choice characters in rural teachers. The usefulness of ideal qualifications. 
What determines teaching power. Power over the pupil's thought and 
effort. Power over the subject taught. The minimum of scholastic prepa- 
ration. Physical equipment. Mental equipment. Standard for teacher's 
conduct. Personality. Self-cultivation. Growth in knowledge. Teacher's 



12 Kansas State Board of Education. 

embodiment of the truth he teaches. Professional training. Training to 
teach the newer subjects. The advantage of the professionally trained 
teacher. The pupil's welfare the teacher's highest ideal. 

The teacher's opportunity and responsibility. The teacher's growth as 
a person. New demands upon the teacher. Elementary grades the most 
important. Experience gained in rural schools. Teaching children instead 
of subjects. The measure of the teacher's responsibility. The duty of self- 
restraint. Meeting difficult problems. The kindling of interest the great 
function of the teacher. Results accomplished. 

REFERENCES. 

Betts. New Ideals in Rural Schools, p. 105-108. 

Betts and Hall. Better Rural Schools, p. 115-164. 

CuBBERLEY. Rural Life and Education, p. 283-305. 

CuLTER AND Stone. The Rural School, p. 45-62, 184-221. 

FOGHT. The American Rural School, p. 69-115. 

Ladd. The Teacher's Practical Philosophy. 

Milne. The Teacher. 

Palmer. The Ideal Teacher. 

Perry. The Status of the Teacher. 

Welpton. Primary Artisan Education, p. 203-228. 

Wray. Jean Mitchell's School. 



II. The Child and His Environment. 

1. The Physical Child and His Physical Environment. 
The relation of the child to the surrounding nature; the use of 
natural objects and phenomena in teaching; child hygiene, physical 
culture, and the teaching of physiology. 

Relation of man to nature. The significant parts of our sensible environ- 
ment. The spiritual significance of the natural world. The beauty of life 
and nature. Out-of-door study. Nature study. Beginning with the study 
of the near rather than the remote. Qualities of objects. Methods in object 
lessons. 

The physiological basis of education. Educational and social significance 
of the prolonged period of infancy in man. The importance of physical 
efficiency. Health and efficiency. Health the right of the child. The 
principles and methods of physical culture. The natural development of 
the body. Work and rest in the daily program. Regulated play and play- 
ground exercises. 

New interest in public health. The movement for better health condi- 
tions in the community. Public and school responsibility for health. Per- 
sonal responsibility for public health. Habits that promote community 
health. Prevention of scattering disease germs. Schoolroom sanitation. 
Ventilation, heating, lighting, toilets, sweeping and dusting. School house- 
keeping. Sanitary inspection. 



Professional Normal Institutes. 13 

The program of child hygiene. Knowledge and experience needed in a 
teacher. The teacher's health. Cooperation between the home and the 
school. Social responsibility for the health of school children. Teaching 
children the art of health. Psychological factors in establishing health 
habits. Effect of mental cheer, courage, and self-control. Personal hygiene. 
Hygiene by practice and habit rather than by theory. Attention to common- 
place things. Health habits: breathing, eating, elimination, exercise, pos- 
ture, cleanliness, rest, play. Hygiene and clothing. 

The teaching of physiology. The study of the body a complicated science. 
Things boys and girls should know. Positive and definite instruction needed 
by young children. Scientific and practical teaching of physiology and 
hygiene. Selection of subject matter according to the pupil's immediate 
needs. Teaching bodily conduct. Bodily morality. Growth and control 
of the body. The body as a servant of the mind. Appetites: food, drink, 
and sleep. Scientific temperance. Effects of alcoholic stimulants on bodily 
organism and on the brain. The sex problem. Danger in teaching sex 
hygiene through usual channels. Untimely knowledge. Limitation of sex 
teaching to broadest facts. Common diseases and defects. The teacher's 
responsibility for discovering the presence of diseases and defects of sight, 
hearing, and the nervous system. Preventing the spread of contagious dis- 
eases. Emergency treatment. Safety first. 

REFERENCES. 

Betts. New Ideals in Rural Schools, 76-77. 
Betts and Hall. Better Rural Schools, p. 400-427. 
BOYER. Modern Methods for Teachers, p. 69-80, 83-99, 311-317. 
Burks. Health and the School. 

Charters. Teaching the Common Branches, p. 300-309. 
CuLTER and Stone. The Rural School, p. 349-359. 
Dresslar. School Hygiene. 
Gilbert. What Children Study, p. 196-222. 
HoAG and Terman. Health Work in the Schools. 

Kendall and Mirick. How to Teach the Fundamental Subjects, p. 
289-316. 

Klapper. Principles of Educational Practice, p. 21-36. 

Sneath. Moral Training, p. 16-56. 

Strayer. The Teaching Process, p. 139-144. 

Tanner. The Child, p. 9-102, 356-370. 

Waddle and Root. A Syllabus and Bibliography of Child Study, p. 15-22. 

2. The Mind of the Child: Its Growth and Training. 
Child psychology and its applications in teaching. 

Education as mental adjustment. The principles of mental culture. 
Methods and results of child study. The natural order of development. 
Self-activity and mental development. The child's psychical inheritance. 
The contents of children's minds. The absence from children's minds of 
ideas on which school instruction is based. How a supply of ideas may be 
provided. The relation between mind and body. The adolescent period. 
Overwork in the public schools. Conditions and causes of mental fatigue. 



14 Kansas State Board of Education, 

Efifect of monotomy of work. The limits of the development of mental 
power. 

The psychology of childhood. The baby's senses and consciousness. 
Sensation and perception in children. How the mind acquires its knowledge. 
Memory and sensation. Memory and perception. Memory and habit. 
The importance of useful habits. The development of memory images. 
Interest and memory. The laws of remembering and forgetting. Memory 
training. Memory and learning. Memory and imagination. New combina- 
tions in imagination. The child's personification of objects in imagination. 
Imagination and reason. Invention in imagination. Training of imagination. 
The development of conception. The first consciousness of classes and the 
first comparisons. Incompleteness of the child's concepts. Concepts of 
space, time, number, growth, self. Conception and language. Forming 
correct concepts. Conception and reasoning. Imagination and reasoning. 
Reasoning from cause to efifect. The child's idea of purpose. Ideas of law 
and order. Inductive and deductive reasoning. Cultivation of the child's 
reasoning powers. Conception of good and evil. Religious ideas of children. 
Religious instruction. Conscience. Children's ideas of justice and punish- 
ments. Moral training. Direction better than repression. Effect of physical 
conditions on moral character. Importance of mental hygienic habits. 
The emotional aspect of the mind. Feelings and emotions of children. 
The child's pains and pleasures. Fear, anger, joys and sorrows, love. Im- 
pulsive, reflexive, and instinctive movements. Bodily control in childhood. 
Importance of action and experience in developing bodily control. Imitation 
and suggestion. Interest and effort. The training of the will. 

The treatment of exceptional children. Recognition of talent. Retarded 
children. The nervous child. Children defective in sight and hearing. 
Mental defectives. Children morally defective. Physical and mental 
measurements. 

REFERENCES. 

Betts. The Mind and Its Education. 

BOYER. Modern Methods for Teachers, p. 24-43, 55-68. 

Klapper. Principles of Educational Practice, p. 153-450. 

Tanner. The Child: His Thinking, Feeling and Doing. (This book 
contains a complete bibliography.) 

Waddle and Root. A Syllabus and Bibliography of Child Study, p. 
65-84, 92-94. 

Wallin. The Mental Health of the School Child. 

3. The Child in His Social Relations. Training the child 
as a social being and as a member of the community, in the duties 
and responsiblities of citizenship. 

The social basis of education. The new recognition of child welfare. 
Relationships of home, school, and community. Education for social respon- 
sibility. Training pupils to be good citizens. Teaching civics through 
books. Knowledge of facts not sufficient in training for citizenship. The 
social motive as a stimulus of intellectual activity. Character-forming possi- 
bilities of home life. Home virtues of obedience, truthfulness, honesty, help- 
fulness, courtesy, gratitude, love, loyalty. 



Professional Normal Institutes, 15 

The school as a social center. The school as a civic organization. Moral 
obligations of the school. Social virtues of the school. Motives commonly- 
operating in the school. Teaching civics through the life and activities of 
the school. Relation of the school to outside affairs. The governmental 
machinery that touches the pupils' lives. The cooperation of the school and 
the community. How the community provides for education. 

Educational means by which good citizenship may be promoted. The 
responsibility for service. Duties to the state. Civic virtues: obedience, 
justice, kindness, generosity, honesty, liberty, peace, political honor. What 
is a community? How the citizens of a community govern themselves. 
Relations between people and the land. The care of the community for the 
health of the people. Protection of life and property. Transportation and 
communication. How the community cares for dependents and defectives. 
Provisions for beautiful surroundings. The plan and procedure of local, 
state, and national government. American ideals. The United States and 
the world. The conduct of the recitation. Tests of successful teaching of 
civics. 

REFERENCES. 

Betts. New Ideals in Rural Schools, p. 73-91. 
Cabot. A Course in Citizenship. 

Charters. Teaching the Common Branches, p. 266-272. 
Dunn. The Community and the Citizen. 
Jenks. Citizenship and the Schools, p. 3-95. 

Kendall and Mirick. How to Teach the Fundamental Subjects, p. 
265-288. 

Klapper. Principles of Educational Practice, p. 451-476. 

Sneath. Moral Training in the School and Home, p. 71-138, 153-166. 

Strayer. The Teaching Process, p. 129-138. 

Tanner. The Child, p. 513-525. 

4. The Child as a Citizen of the State and the Nation. 
The teaching of state and national history so that a knowledge 
of the past made significant to the pupil may be the basis for in- 
telligent patriotism. 

History as the study of events involving man. The value of history for 
culture and life. Important aims in teaching history. The dependence of 
the present upon the past. Historical ideas that relate to everyday life. 
The lack of accurate historical information among the people. The few facts 
that every one should know. Phases of national development. Growth in 
nationality. Movements of population. Cause in history. The need of 
general history to give a basis for comparison. European history as related 
to ours. The movement towards permanent peace among nations. The 
undue emphasis on war in history texts. The arts of peace and leaders of 
thought should have greater prominence. 

The place of history in the school program. Stories the best introduction 
to history. History in biography. Distinction between the important and 
the unimportant. The use and abuse of dates in teaching history. The 
choice of picturesque centers of interest. Methods of teaching history. 



16 Kansas State Board of Education. 

Extensive knowledge needed by the teacher. Why some pupils dislike 
history. Making history questions, ^'he visual appeal through models 
and pictures. Correlation of history with geography, civics, and other 
subjects. Motivation in teaching history. Local centers of interest. Making 
history real. 

REFERENCES. 

American Historical Association. Report of Committee of Eight. 
Betts. New Ideals in Rural Schools, p. 71-74. 
BoYER. Modern Methods for Teachers, p. 254-265. 
Cabot. A Course in Citizenship, p. 185-325. 
Charters. Teaching the Common Branches, p. 241-265. 
Gilbert. What Children Study and Why, p. 146-170. 
Kemp. Methods for Elementary and Secondary Schools, p. 210-240. 
Kendall and Mirick. How to Teach the Fundamental Subjects, p. 
253-265. 

Mace. Method in History. 

Wayland. How to Teach American History. 

Wilson. Motivation of School Work, chapter VII. 

5. The Child and World Relationships. Transfer of 
interest and extension of knowledge from the immediate to the 
remote through the apperceptive teaching of geography. 

The content of geography. The small amount of geographical knowledge 
in general use. The study of the earth as the physical environment of man. 
The social basis of geography. Geography, history, and civics three phases 
of human life. Large human interests in geography. Relation of geography 
to the sciences. Advantages of the rural school in teaching geography. 

The method with beginners. For primary grades the world is not the 
earth. Importance of arousing the child 's curiosity and imagination. Geog- 
raphy should appeal to the interest of children. The geographic concepts 
of a child. Transition from the near to the far. Steps from the known to 
the unknown should not be too long. Geographic concepts acquired in 
school. The establishment of apperceiving centers. 

Products of an elementary course in geography. Elimination, selection, 
and coordination necessary. The influence of environment. Observational 
geography. Physical features. The earth still in the making. Home geogra- 
phy. Application to the farm. City and country. Geographic description 
of Kansas. World geography. Industrial geography. The mountains and 
industry. Political, mathematical, and commercial geography. 

Methods of teaching geography. The laboratory method. The use of 
pictures in teaching geography. The meaning and use of maps. Geographic 
apparatus. Typical examinations in geography. The motivation of geog- 
raphy. 

references. 

Betts. New Ideals in Rural Schools, p. 74-76. 
Boyer. Modern Methods for Teachers, p. 234-253. 
Cabot. A Course in Citzenship, p. 286-379. 
Charters. Teaching the Common Branches, p. 216-240. 



Professional Normal Institutes. '17 

CuLTER AND Stone. The Rural School, p. 360-365. 
Gilbert. What Children Study and Why, p. 171-195. 
Kemp. Methods for Elementary and Secondary Schools, p. 181-209. 
Kendall and Mirick. How to Teach the Fundamental Subjects, p. 
224-252. 

Sutherland. The Teaching of Geography. 

Wilson. The Motivation of School Work, chapter VIII. 



III. The Elements of Literary Education. 

1. Learning to Read and Reading. Effective ways of 
teaching, with emphasis on thought comprehension and intro- 
duction to hterature. 

Training in the English language the first result to be sought in educa- 
tion. The relation of reading to other branches. The teaching of reading 
in relation to the experience of the pupil and his mastery of form. The aims 
in reading: ability to get the thought conveyed by printed symbols; ability 
to judge the value of what is read; ability to read aloud agreeably and ef- 
fectively; the power to think. The nature of reading. The meaning of 
letters. Spoken and written words. The art of reading aloud. Relation of 
form and content. Inner speech in reading. Relation of rate in reading to 
thought acquisition. Reading and committing to memory. 

Pedagogy jof reading. Methods of teaching beginners. Essentials of a 
good method. Saying the alphabet. Using the sounds of letters. ^ The place 
of phonics. The use of script or print in blackboard exercises. Recognition 
of words. Relation of thought to first lessons in reading. Apperception and 
reading. The child's own life the basis of his interests. The subject matter 
for primary reading should be good literature. Grading by thought rather 
than by words. Physiology and hygiene of reading. Psychological aspects. 
The relative importance of oral and silent reading. The eye-minded and the 
ear-minded pupil. The preparation by the teacher and by the pupil for the 
reading recitation. The evil of mechanical repetition. The elimination of 
habitual mispronunciation. The mechanics of reading. Reading with ap- 
preciation. Voice training. Interpretative reading. Group work in reading. 
Extensive and intensive reading. Rapid reading. Motivation in reading. 
Choice and treatment of selections for motivated reading. Standards of 
good reading. Tests in silent reading. 

The child and the book. Hygienic requirements of properly printed 
books. Subject matter for reading. The literary element in reading books. 
Supplementary reading. The importance of an abundance of reading matter. 
Home reading. The reading habit. Value of systematic reading to pupils. 
Telling stories to children. The use of libraries. The cultivation of literary 
taste. 

references. 

Bailey. Essentials of Reading. 

Ball. Natural Reading. 

BoYER. Modern Methods for Teachers, p. 100-120. 



18 Kansas State Board of Education. 

Bronson. Reading Methods. 

Charters. Teaching the Common Branches, p. 104-145. 
Clark. How to Teach Reading in the Public Schools. 
CuLTER AND Stone. The Rural School, p. 245-265. 
Gilbert. What Children Study and Why, p. 13-55. 
HuEY. Psychology and Pedagogy of Reading. 
Jenkins. Reading in the Primary Grades. 

Kemp. Methods for Elementary and Secondary Schools, p. 75-125. 
Kendall and Mirick. How to Teach the Fundamental Subjects, 
p. 8-60. 

Klapper. Teaching Children to Read. 

Laing. Reading. 

Sherman and Reed. Essentials of Teaching Reading. 

Wilson. The Motivation of School Work, chapter V. 

2. The Alphabetic Structure of English Words. Learning 
to spell one of the immutable requirements of the school. Practical 
methods of teaching. 

The nature and object of spelling. Present-day interest in spelling. 
Popular views of spelling needs. Immediate results or ultimate values in 
spelling. A gift of spelling not necessarily an indication of intellectual power. 
The English a composite language. Spelling reform. The spelling vocab- 
ulary. How to find the spelling needs of the common people. Words used 
spontaneously by pupils. Word lists derived from correspondence. The 
psychology of spelling. Auditory and visual types. Oral and written 
spelling. 

Methods of presentation. Preparation for the recitation. Teaching how 
to study the spelling lesson. Variety desirable in methods of teaching and 
drilling. Harmful drill. Seeing and hearing mistakes. Sources and causes 
of errors. Learning and retaining spelling. Intensity of attention essential. 
Why some pupils find spelling hard and uninteresting. Motivation in teach- 
ing spelling. When is the spelling of a word mastered. Ability to use words 
the true test of spelling. Learning to spell in relation to learning to read. 
Spelling efficiency and composition. How to choose words for spelling drill. 
Emphasis on the spelling of colloquial words. The meaning of words and 
their use. The spelling book. The use of dictionaries. Rules for spelling. 

REFERENCES. 

Ayres. Measuring Scale for Ability in Spelling. 
Boston Public Schools. Lists of Spelling Words, Grades I to VIII. 
BoYER. Modern Methods for Teachers, p. 136-158. 
Charters. Teaching the Common Branches, p. 1-27. 
Cook and O'Shea. The Child and His Spelling. 
Gilbert. What Children Study and Why, p. 100-107. 
Kemp. Methods for Elementary and Secondary Schools, p. 145-148. 
Kendall and Mirick. How to Teach the Fundamental Subjects, 
p. 122-144. 

O'Shea. Everyday Problems in Teaching, p. 166-189. 
Wilson. The Motivation of School Work, chapter X. 



Professional Normal Institutes, 19 

3. Handwriting as a Process of Education. The disciplin- 
ary and practical value of penmanship. How to teach writing. 

The constitution and development of the writing process. Writing the 
most purely mechanical of all the school arts. Writing an artificial product 
rather than an instructive activity. Handwriting an acquired form of ex- 
pression. The physiology and hygiene of writing. Motor control and mental 
processes involved in writing. Aims and standards in penmanship. Quali- 
ties of excellence: legibility, accuracy, uniformity, beauty, rapidity. Styles 
of writing. Character in handwriting. Experimental changes in systems. 
Thorndike's standards for measurement. 

The teaching of handwriting. Points of general agreement. The time 
to begin penmanship. The first writing large. The recitation in writing. 
Position of the body in writing. Pen-holding. Position of the arm. The 
importance of movement. The simplification of the mental processes through 
practice. Too great attention to technique to be avoided. Letter formation. 
Uniformity. Use of the blackboard in teaching penmanship. Speed and its 
measurement. Left-handed pupils. The motivation of writing. Tests in 
penmanship. Grading a specimen. 

REFERENCES. 

BoYER. Modern Methods for Teachers, p. 121-135. 
Charters. Teaching the Common Branches, p. 28-43. 
CULTER AND Stone. The Rural School, p. 310-318. 
Freeman. The Teaching of Handwriting. 
Gilbert. , What Children Study and Why, p. 223-225. 
Kendall and Mirick. How to Teach the Fundamental Subjects, 
p. 145-163. 

O'Shea. Everyday Problems in Teaching, p. 189-203. 
Wilson. The Motivation of School Work, chapter X. 

4. The Science of Language. Purpose and method in 
teaching elementary grammar. 

Grammar as the science of language. The necessity of mastery in the use 
of English. The subordinate place of formal grammar in teaching English 
in elementary schools. The special province and functions of grammar. 
The specific need of grammar in composition. The practical value of gram- 
mar. The laws of speech. The laws of grammar not inviolable. Diversity 
in usage of English. 

The teaching of grammar. When to begin formal instruction in grammar. 
The pupil's preliminary knowledge of grammar. The concepts of grammar. 
Apperceptive teaching. The approach by way of the sentence. The ma- 
terial for study should be simple. The divisions of grammar. The logical 
order of development. The place of rules and definitions. Inductive teach- 
ing. The value of analysis, parsing, and diagraming. Grammatical analysis 
of literary masterpieces. The analysis of thought in contrast with the con- 
ventional relation of words. Skill in the use of essentials. The correlations 
of grammar. 



20 Kansas State Board of Education. 

REFERENCES. 

Betts. New Ideals in Rural Schools, p. 65-68. 
BoYER. Modern Methods for Teachers, p. 178-203. 
Charters. Teaching the Common Branches, p. 73-103. 
Gilbert. What Children Study and Why, p. 82-99. 
Kendall and Mirick. How to Teach the Fundamental Subjects, p. 
112-122. 

Sheffield. Grammar and Thinking. 

5. The Science of Numbers and its Applications. Training 
in accuracy and skill through the study of arithmetic. 

The field of elementary mathematics. The meaning of arithmetic. The 
history of arithmetic. Why arithmetic is taught. Present tendencies in 
arithmetic. The value of arithmetical knowledge for culture and practice. 
Arithmetic the most indispensable means to practical education. Practical 
aim in arithmetic: facility and accuracy in the use of numbers. Reasoning in 
arithmetic. Arithmetic the child's logic. Enriching the mental content by 
the study of arithmetic. Mental, oral, and written arithmetic. The use of 
literal representation. Use of unknown quantity and equations. Obser- 
vational geometry. The time devoted to arithmetic. Arithmetic and formal 
discipline. 

Relation of arithmetic to the course of study. Influence of the textbook. 
Time to introduce the study of arithmetic. The serial relation of numbers. 
Counting. Number symbols. Teaching the fundamental operations. The 
interpretation of common fractions. Decimal fractions. Denominate 
numbers. The metric system. Mensuration. Longitude and time. The 
three problems of percentage. Applications of percentage. Taxes and 
revenue. Involution and evolution. Ratio and proportion. Waste in 
arithmetic. Elimination of needless topics and unnecessary calculations. 

Methods in arithemtic. Formal and rational instruction. Improving the 
technique of arithmetic. Establishing apperceptive centers. The use of 
objects and games in teaching arithmetic. Inductive teaching. Rules and 
analyses. The value of drill in arithmetic. The prevalence of inaccuracy 
in statement and computation. Accuracy required in practical work. Speed 
and accuracy. Copying figures. Column addition. Checking results. 
Short cuts and how to teach them. The nature of problems. Answers to 
problems. Lesson assignments in arithmetic. Explanations. Methods of 
study. Home study. Reviews and examinations. Marking papers. Stand- 
ards in arithmetic. 

Applications of arithmetic. The chief value of elementary mathematics 
in its applications. The mathematics of books and the mathematics of things. 
The demand for practical arithmetic. The minimum practical need in arith- 
metic. The utilitarian end in teaching arithmetic. The motivation of 
arithmetic. Teaching arithmetic as an occupational subject. Immediate 
interests in the study of arithmetic. Vital problems with cultural value. 
Correlation of arithmetic with other subjects. 



Professional Normal Institutes, 21 

REFERENCES. 

Betts. New Ideals in Rural Schools, p. 69-71. 
BOYER. Modern Methods for Teachers, p. 204-233. 
Brown and Coffman. How to Teach Arithmetic. 
Charters. Teaching the Common Branches, p. 273-299. 
CuLTER AND Stone. The Rural School, p. 295-309. 
Gilbert. What Children Study and Why, p. 108-145. 
Kemp. Methods for Elementary and Secondary Schools, p. 240-278. 
Kendall and Mirick. How to Teach the Fundamental Subjects, p. 
164-223. 

Smith. The Teaching of Arithmetic. 

Wilson. The Motivation of School Work, chapter IX. 



IV. Self-expression as a Means of Education. 

1. The Educative Value of Play. The expression of the 
physical impulses through play and the utilizing of play as an 
educative process. 

The place of recreation in human life. The origin and nature of play. 
Play spontaneous and inevitable. Play as an intellectual influence. Play as 
a socializing influence. Work as play the basis of freedom. The theory of 
play; physiological, biological, psychological, aesthetic, sociological, pedagog- 
ical. Playful activity of sensory and motor apparatus. Playful use of 
mental powers. Classification of games and plays. 

Play as a factor in education. "All people at all times have depended 
upon plays and games for a large part of the education of children, particularly 
of young children." — Dewey. Physical education through play. Gymnastics 
and athletics. Why children should be taught to play. Importance of making 
school life enjoyable. Play as a moral safeguard. Evils resulting from lack 
of play. Value of plays in imitation of action of grown people. Drama- 
tization. Importance of organized play. How games are organized. The 
teacher should know games. Country life and play. Games for the school 
yard. Preparation of playgrounds in the school yard. Equipment for 
play. How to secure equipment. Interschool sports. Play festivals. 

REFERENCES. 

Betts and Hall. Better Rural Schools, p. 428-443. 
CuLTER AND Stone. The Rural School, p. 112-124. 
Curtis. Education Through Play. 
Dewey. Schools of To-morrow, p. 103-131. 
Groos. The Play of Man. 

Klapper. Principles of Educational Practice, p. 71-87. 
Johnson. Education by Plays and Games. 
Playground Association of America. Publications. 
Seerley. The Country School, p. 121-126. 
Tanner. The Child, p. 487-512. 

Waddle and Root. A Syllabus and Bibliography of Child Study, p. 
47-50. 



22 Kansas State Board of Education. 

2. Self-expression Through Oral Language. The use of 
common speech in the communication of ideas a valuable agency 
in education. 

Language the fundamental and universal art. The importance of common 
speech. Language used effectively by the illiterate. Paucity of language 
prevents high thinking. Speech a means of mental development. The 
social basis for language. The origin of language. Expression for the sake 
of expression. Learning to talk. Learning by imitation. Speech the expres- 
sion of a need, appetite, or impulse. Development of speech. The effect 
of habit on the correct use of language. The physiological mechanism of 
speech. 

Instruction and training in common speech. The need of language lessons. 
The difference between language and grammar. The object of instruction 
the correct use of language. The beginning, growth, and extent of a child's 
vocabulary. Means of enriching the child's vocabulary. How the child 
gets the meaning of words. Meaning an aid to memory. The child's first 
sentences. Learning the inflections. Perfecting the child's pronunciation. 
Naturalness in the use of language. Freedom of self-expression the purpose 
of language teaching. Unconventional language. The use of slang. The 
value of conventionally correct speech. Motives for acquiring the art of 
oral expression. Facility, accuracy, forcefulness, and elegance in the habitual 
use of English. The teacher's influence in the pupil's speech. 

REFERENCES. 

CuLTER AND Stone. The Rural School, p. 266-281. 

Gilbert. What Children Study and Why, p. 56-81. 

Kendall and Mirick. How to Teach the Fundamental Branches, 
p. 60-68. 

O'Shea. Every-day Problems in Teaching, p. 236-282. 

O'Shea. Linguistic Development and Education. 

Palmer. Self-cultivation in English. 

Tanner. The Child, p. 392-423. 

Waddle ANI^ Root. A Syllabus and Bibliography of Child Study, 
p. 51-53. 

3. Self-expression Through Written Composition. Writ- 
ten composition as a means of cultivating freedom in the use of 
language, precision in thought expression, and the appreciation 
of literary style. 

■ The nature of written composition. The function of language to com- 
municate ideas through words with accuracy and effectiveness. The objects 
of composition: to convey information; to record impressions; to express 
feeling. How to secure freedom of expression. Literature as an aid to 
language. The cultural effects of composition. 

The effective teaching of formal composition. The teacher's preparation. 
Apperceptive requirements in teaching composition. The use of the knowledge 
possessed by children in teaching composition. The natural inclination of 



Professional Normal Institutes, 23 

children to tell what they know. Directness and simplicity desirable qualities 
in children's language. The creative gift of children should be encouraged. 
Enlarging the pupil's vocabulary. The use of oral composition. Spelling 
and punctuation. The divisions of a composition. The forms of composi- 
tion. The use of rhetorical rules. Letter writing. Rhetorical figures. The 
selection of topics. Sources of material. Outlines. Criticism of written 
composition. Encouragement rather than repression desirable on the 
teacher's part. Teaching style in composition. Correlations of language 
and composition with other branches. Motivation in composition. The 
basis of interest in written composition. 

REFERENCES. 

BOYER. Modern Methods for Teachers, p. 159-177. 
Campagnac. The Teaching of Composition. 
Charters. Teaching the Common Branches, p. 44-72. 
Kemp. Methods for Elementary and Secondary Schools, p. 126-144. 
Kendall and Mirick. How to Teach the Fundamental Subjects, 
p. 69-111. 

Wilson. The Motivation of School Work, chapter VI. 

4. Self-expression Through Material Construction. The 
interrelation of mind and matter; mental development through 
directed and purposeful bodily activity. 

The practical value of constructive work in education. Reasons for 
teaching the arts of expression. Value of the sense of accomplishment. 
The educative value of children's activity outside of school. The psycho- 
logical justification of manual training. . Reaction necessary to complete 
the learning process. "Thoughts should work themselves out in proper 
action." — Dewey. Expression should precede the imparting of formal 
knowledge. Manual training a motor education. The deficiency in an 
exclusively sensory education. The cultural and practical value of the fine 
and industrial arts. The effect of motor training of defectives. Motor 
training as enabling mind and body to adapt themselves to new conditions. 
The moral gain through manual training. 

Opportunities for motor training in the schools. Modifications of the 
course of study to provide for manual training. Provision for constructive 
work through all the grades. Equipment for manual training. The hand- 
crafts as branches of study in a one-room school. Correlation of handwork 
with other school subjects. Motivation in manual training. Manual train- 
ing as education in preparation for life vocations. 

references. * 

Betts and Hall. Better Rural Schools, p. 93-111. 
BoYER. Modern Methods for Teachers, p. 282-295. 
Charters. Teaching the Common Branches, p. 185-215. 
CuLTER AND Stone. The Rural School, p. 282-294. 
Dewey. Schools of To-morrow, p. 229-316. 
Gilbert. What Children Study and Why, p. 226-246. 
Jenks. Citizenship and the Schools, p. 97-151. 
Klapper. Principles of Educational Practice, p. 37-70. 
Sargent. Fine and Industrial Arts in Elementary Schools. 
Wilson. The Motivation of School Work, chapter X. 



24 Kansas State Board of Education. 



V. Prevocational Teaching in the Common Schools. 

1. Education with Reference to the Child's Future 
Occupation. The "pupil to be considered of greater importance 
than the ''subject.'' 

Justification of industrial education. The effect of recent social changes 
on educational institutions. The economic advantages of vocational edu- 
cation. The growth of vocational education. The effect of vocational train- 
ing on the efficiency of the educational system. The cultural and inspira- 
tional aspects of vocational training. Democracy and vocational education. 
The danger to democracy in an education exclusively vocational. The 
nature and purpose of prevocational education. 

Prevocational training as an adjunct of the public school system. The 
child's pre-school development. The rate of the child's learning in school 
compared with that of earlier years. The physical nature of early education. 
The educational results of industry. Appropriate subject matter for pre- 
vocational teaching. Elimination of matter from the course of study to 
make room for new subjects. Teaching the common branches with reference 
to vocational uses. School activities as a measure of motivating school work. 
The connection between knowledge and the activities of life. The practical 
results of vocational teaching. The responsibility of the rural school for 
vocational education. The importance of making the schools more attractive 
so that children may be under their influence for a longer period. The possi- 
bility of making the schools appear to parents more useful, so that children 
may be required to remain longer in attendance. The need of adapting the 
school program to prevocational requirements. 

Helping children to find their aptitudes. Vocational and educational 
guidance. The difficulty in choosing a life work. Help which the school may 
give in preventing a wasteful start in life. Vocations to which boys and girls 
may be called. Preparation for industrial employment. Education for 
business and commerce. Education for agriculture. Preparation for house- 
hold administration. Teaching as a profession. Education for professional 
life. The relation of the common schools to higher education. Education 
in any calling. Occupations in which higher or technical education is a 
necessity. Opportunities for higher education. The value of a high-school 
education. Practical education in high schools. Rural high schools. Pro- 
vision made by the state for higher education. The state university, the 
state agricultural college, and the state normal schools. Private and en- 
dowed colleges and universities. Incentives to acquiring a liberal education. 
Prevocational training in the schools not exclusively industrial. The privi- 
lege of the teacher to discover, inspire, and direct pupils of exceptional 
talent. 

REFERENCES. 

Betts and Hall. Better Rural Schools, p. 93-111. 
Bloomfield. Youth, School, and Vocation. 

California State Board of Education. Vocational Guidance. (Biblio- 
graphy.) 



Professional Normal Institutes. 25 

Davis. Vocational and Moral Guidance. 
Dewey. Schools of To-morrow, p. 229-316. 
Gilbert. What Children Study and Why, p. 247-259. 
Jenks. Citizenship and the Schools, p. 97-151. 
JuDSON. The Higher Education as a Training for Business. 
King. Education for Social Efficiency, p. 199-231. 
Klapper. Principles of Educational Practice, p. 37-70. 
Leavitt and Brown. Prevocational Education in the Public Schools. 
McKeever. Industrial Training of the Boy. 
Parson. Choosing a Vocation. 
Weaver and Byler. Profitable Vocations for Boys. 
Welpton. Primary Artisan Education. 
Wilson. The Motivation of School Work, chapter XI. 
Also, catalogues, bulletins and announcements of the state educational 
institutions and of private colleges and universities. 

2. The Teaching of Agriculture. The presentation of 
agriculture as a vocational subject and as a fundamental science. 

Agriculture as a form of vocational training. The introduction of agri- 
culture as a required branch of instruction in the rural schools. The teaching 
of agriculture as a means of keeping the boy on the farm. Agriculture as an 
occupation. Ability and intelligence required in the practice of agriculture. 
Hindrances to the effective teaching of agriculture in rural schools. The 
difficulty of organizing agricultural subjects. The benefits resulting from 
the teaching of agriculture. The redirection of the rural school resulting from 
the introduction of agriculture among the school branches. 

Teaching agriculture in the rural schools. The advantages of the rural 
school for teaching agriculture. Modification of the school program to 
provide time for agriculture. The place of agriculture in the course of study. 
The content of an elementary course in agriculture. The use of the text- 
book. Agriculture more than a textbook subject. Agriculture as an experi- 
mental subject introductory to natural science. The importance of the reci- 
tation in comparison with out-of-door study. The need of a workroom in 
the rural schoolhouse. The value of excursions for observation. The school 
garden. The home garden. Relation of school agriculture to farm life. How 
the community may help the school in making instruction effective. Cor- 
relation of agriculture with other subjects in the curriculum. The motivation 
of agriculture. 

The necessity of preparation for teaching agriculture. Success in agri- 
cultural education dependent on the teacher. The difficulty of securing 
trained teachers in agriculture for rural schools. How teachers now in the 
service may find help in preparation for teaching agriculture. 

references. 

Betts. New Ideals in Rural Schools, p. 78, 79. 
Boyer. Modern Methods for Teachers, p. 296-310. 
Charters. Teaching the Common Branches, p. 310-321. 
FoGHT. The American Rural School, p. 154-235. 

Kansas State Agricultural College. Bulletins, etc., relating to the 
teaching of agriculture. 



26 Kansas State Board of Education, 

Kern. Among Country Schools, p. 56-84, 129-225. 

Leake. The Means and Methods of Agricultural Education. 

Seerley. The Country School, p. 181-188. 

United States Bureau of Education. Agricultural Education; 
Bulletin, 1907, No. 2. 

United States Bureau of Education. Bibliography of Education in 
Agriculture and Home Economics; Bulletin, 1912, No. 10. 

United States Bureau of Education. Agricultural Teaching; Bul- 
letin, 1914, No. 27. 

United States Department of Agriculture. The Teaching of Agri- 
culture in the Rural Common Schools; Experiment Station Circular, No. 60, 
1904. 

Wilson. The Motivation of School Work, chapter X. 

3. Home Economics in the Rural School. Elementary 
instruction in household matters which every girl should know. 

Education adapted to the special vocational needs of girls. Importance 
of training girls for the home. Domestic science and domestic art in woman's 
education. The scientific and social value of education in domestic science 
and art. Vocational value of the household arts. Domestic economy as a 
vital part of the course of study. The divisions of the course in household 
arts: home management, house furnishing, interior decoration, domestic 
sanitation and hygiene, cooking, serving, etc. Teaching cooking in the 
rural schools. Serving the school lunches. Teaching sewing in the rural 
schools. Equipment and materials. A room needed for a domestic science 
laboratory. Girls' clubs and competitions. 

references. 

Betts. New Ideals in Rural Schools, p. 79, 80. 

Brown. Home Economics in Village and Rural Schools. (Agricultural 
Education, V. 6, No. 7, 1914.) 

Brown. Suggestions for Girls' Contests in Serving and Cooking. (Agri- 
cultural Education, V. 2, No. 7, 1910.) 

Charters. Teaching the Common Branches, p. 185-215. 

CooLEY. Domestic Art in Woman's Education. 

Huntington. How to Teach Kitchen Gardening. 

Kansas State Agricultural College. Bulletins relating to the 
teaching of home economics. 

Kinne and Cooley. Shelter and Clothing. 

O'Shea. Everyday Problems in Teaching, p. 309-338. 

Parsons. Interior Decoration. 

Patton. Home and School Sewing. 

Richards. Applications of the Household Arts and Sciences in the 
Elementary Schools. (N. E. A. Proceedings, 1909, p. 473-476.) 

United States Bureau of Education. Bibliography of Education in 
Agriculture and Home Economics; Bulletin, 1912, No. 10. 

Wilson. The Motivation of School Work, chapter X. 



Professional Normal Institutes, * 27 



VI. The Cultivation of Appreciation. 

1. The Appreciation of Literature. The study of classics 
as reading in its cultural aspect. 

The purpose of aesthetic education. The development and cultivation 
of good taste. Constitutents of the beautiful in literature. Literature as a 
means of aesthetic education. The function of literature. The appeal of 
literature to the imagination. Literature as an elementary school subject. 
The intellectual and moral value of the study of literary classics. The dif- 
ference between reading and literature as school branches. How literature 
satisfies the child's natural craving. The basis for literary appreciation. 
Love of literature by the teacher an essential in teaching children. 

Methods in teaching literature. Teaching the masterpiece as a whole. 
Preparation for the study of a literary masterpiece. Intensive and extensive 
reading. The meaning of the masterpiece as a whole. Study of structure 
plot, setting, and character. Appreciation of literary style. The interpre- 
tation of thought in expressive reading. How to teach poetry. Appreciation 
rather than drill the object of the recitation. The aims of questioning. 
Use and misuse of the dictionary. Dramatic oral reading. The selection 
of literature for different grades. The memorizing of choice selections. 
The use of libraries. Books for the school library. The cultivation of a taste 
for good literature and a love of reading. 

REFERENCES. 

Charters. Teaching the Common Branches, p. 135-143. , 
DeGarmo. -Esthetic Education. 

Haliburton and Smith. Teaching Poetry in the Grades. 
Klapper. Teaching Children to Read, p. 159-205. 
McMuRRY. Special Method in English Classics. 
Welch. Literature in the Schools. - 

2. The Appreciation of Art. The cultivation of good taste 
through the study of masterpieces of art and through practice 
in drawing. 

The development of taste. "The purpose of aesthetic education is the 
acquisition by every child of an aesthetic view of the world, as he now ac- 
quires an intellectual view or an ethical view. Such training greatly en- 
larges the scope of our pleasures and leads naturally to efforts to increase 
the beautiful and to diminish the ugly in our environment." — DeGarmo. 
Failure to provide for the training of the sense of beauty. The influence of 
environment. The importance of beauty in our environment. The elements 
of beauty. Beauty in the home. Have nothing in the home that is not 
useful and beautiful. "In olden times the people knew the meaning and 
felt the beauty of great art although they could neither read nor write." 
"Art is understood by all civilized nations, while each has a separate lan- 
guage." — Plato. 



28 Kansas State Board of Education. 

The meaning of art. "Art is art because it is not nature." — Goethe. 
Art an essential element in human life. The expression of beauty and fitness. 
"Art is one of the highest elements in human happiness. It trains the mind 
through the eye, and the eye through the mind." — Sir John Lubbock. Art 
and social well-being. Art as a source of wealth. Constituents of the beau- 
tiful. Simplicity. The absence of unnecessary display. Sincerity a funda- 
mental principle of art. The structural line in the application of decorative 
elements. Order as a necessity in usefulness and beauty. Form and pro- 
portion. Balance and spacing. The effect of color. The principles of selec- 
tion and arrangement in painting. Mechanical measurements lack power to 
stimulate the imagination. 

Art education: its aims and methods. The effect upon children of ex- 
amples of good taste. Teaching appreciation. The study of pictures. 
Pictures should be carefully chosen. Appreciation rather than criticism the 
proper aim. The teacher as interpreter. The use of a stereopticon. Ex- 
cursions to art galleries. The application of art to clothing. The teacher 
as an example. School costume. Neatness of appearance in school papers. 
The schoolroom and its furnishing and decoration should be in keeping with 
educational ideals. The importance of good housekeeping in the school. 
The character of school buildings and surroundings. The treatment of the 
school yard and playground. 

Creative work by children. Why drawing should be taught. The com- 
munication of value through forms and colors. The representation of objects 
as they appear to the eye. Drawing a language, a medium for the expression 
of thought. The expression of feeling should be natural. Skill acquired by 
practice. The necessary equipment for teaching drawing. Specific instruc- 
tion. Eye, body, movements. Object drawing. Working in color. Design. 
Construction. Illustrations with written school work. The use of the black- 
board. The advantage of the teacher who can draw. 

REFERENCES. 

Bacon. Pictures That Every Child Should Know. 
Bailey. Art Education. 
Barstow. Famous Pictures. 
Betts. New Ideals in Rural Schools, p. 81. 
BoYER. Modern Methods for Teachers, p. 266-281. 
Charters. Teaching the Common Branches, p. 146-165. 
CuLTER AND Stone. The Rural School, p. 319-336. 
DeGarmo. Esthetic Education. 
Gilbert. What Children Study and Why, p. 266-274. 
HuRLL. How to Show Pictures to Children. 
Sneath. Moral Training in the School and Home, p. 167-201. 
Strayer. The Teaching Process, p. 78-85. 
Tanner. The Child, p. 465-486. 

Waddle and Root. A Syllabus and Bibliography of Child Study, 
p. 54, 55. 

Whitcomb. Young People's Story of Art. 

Wilson. The Motivation of School Work, chapter X. 



Professional Normal Institutes. 29 

3. The Appreciation of Music. Teaching singing and the 
elements of music and the cultivation of musical taste. 

The object of musical education to cultivate the musical sensibilities and 
to create a love for the best. Music the "divine art." Popular ignorance of 
music. The lack of understanding of music in comparison with the amount 
of practice. The need of the fine arts in the common schools. The ethical 
value of music. Producing music and appreciation. The confusion between 
performing music and understg,nding it. Community singing. 

Teaching music. Emphasis upon the love of good music rather than 
upon skill in reading notes. Children taught by contact with good music: 
by singing, by listening, by playing an instrument. Beginning with songs. 
The nature of singing. Tone production. Vocal hygiene. Note study after 
sound production. Practice before theory. Intelligent listening. Appre- 
ciation of rhythm. Children 's love of good songs. Teaching the fundamental 
elements. The value of the phonograph. 

REFERENCES. 

BoYER, Modern Methods for Teachers, p. 318-331. 

Charters. Teaching the Common Branches, p. 166-184. 

CuLTER AND Stone. The Rural School, p. 337-348. 

Gilbert. What Children Study and Why, p. 260-265. 

Krehbiel. How to Listen to Music. 

'Shea. Everday Problems in Teaching, p. 204-224. 

SURETTE. Music for Children; Atlantic Monthly, March, 1916. 

Tanner. The Child, p. 424-464. 

Wilson. The Motivation of School Work, chapter X. 

4. Beauty in Conduct. The teaching of ethics, the formation 
of good habits, and the practice of morality. 

Morality and taste. What is morality? The supremacy of morality in 
education. The need of moral training. The purpose of moral training. 
The opportunities for moral training. Neglect of moral training. Connec- 
tion between intellectual and moral training. Intellectual virtues: industry, 
accuracy, thoroughness, perseverance, patience, self-reliance, love of truth, 
wisdom. Control of thought. Constructive and destructive thinking. 
Conceptions of good and evil, of right and wrong. The exercise of moral 
judgment. Education of the emotions. Knowledge without practice not 
sufficient. The formation of right habits. The importance of conventional 
conduct. The virtues of daily life: kindness, self-control, obedience, truth- 
fulness, loyalty. Work and the motives for work. Morality in social rela- 
tions. The physical life. The body a servant. 

Character building in school. The permissible extent of moral teaching. 
Religious instruction and its agencies. The responsibility of the schools for 
moral training. Advantages of the school in moral training. The influence 
of environment. Moral atmosphere of the school. Models. The personality 
and influence of the teacher. Course of study in ethics. Books and material. 
Stories and poems. The direct and indirect method of moral instruction. 



30 Kansas State Board of Education, 

The need and danger of prohibitions. The school as a part of life. School 
virtues. The pupil's responsibility for the moral welfare of the school. 
The value of school occupations and school incentives. The social life of the 
school. 

REFERENCES. 

Brownlee. Character Building in School. 
Cabot, Ella L. Ethics for Children. 
Gilbert. What Children Study and Why, p. 291-322. 
Sneath. Moral Training in the School and Home. 
Strayer. The Teaching Process, p. 145-156. 
Tanner. The Child, p. 282-312. 

Waddle and Root. A Syllabus and Bibliography of Child Study, 
p. 60-62. 



Book List. 

American Historical Association. The Study of History in the Ele- 
mentary Schools. Charles Scribner's Sons, 1909. 141 p. Bibliography. 
Report of the Committee of Eight. 

Ayres, Leonard P. Measuring Scale for Ability in Spelling. Russell Sage 
Foundation, Division of Education, 1915. 

Bacon, Dolores. Pictures That Every Child Should Know. Doubleday, 
Page & Co., 1908. 387 p. 111. 

Bagley, William Chandler. School Discipline. Macmillan Co., 1915. 
259 p. 

Bailey, Henry Turner. Art Education. Houghton Mifflin Co., 1914. 

100 p. 
Bailey, M. Essentials of Reading. American Book Co. 
Ball, L. H. Natural Reading. Ginn., 1906. 

Barstow, Charles L. Famous Pictures. Century Co., 1913. 239 p. 111. 
Betts, George H. The Mind and Its Education. D. Appleton & Co., 

1906. 365 p. 
Betts, George H. New Ideals in Rural Schools. Houghton Mifflin Co. 

128 p. 

Betts, George H., and Hall, Otis Earl. Better Rural Schools. Bobbs- 
Merrill Co., 1914. 512 p. 111. 

Bloomfield, Meyer. Youth, School, and Vocation. Houghton Mifflin 

Co., 1915. 273 p. 
Boston Public Schools. Provisional Minimum and Supplementary Lists 

of Spelling Words for Pupils in Grades I to VIII. 1914. 48 p. 

BoYER, Charles C. Modern Methods for Teachers. J. B. Lippincott Co., 
1908. 345 p. 

Bronson, E. C. Reading Methods. D. C. Heath & Co. 

Brown, Edith, and Leavitt, Frank Mitchell. See Leavitt. 

Brown, Frances L. Home Economics in Village and Rural Schools. Agri- 
cultural Education. K. S. A. C, V. 6, No. 7, 1914. 

Brown, Frances L. Suggestions for Girls' Contests in Sewing and Cooking. 
Agricultural Education, V. 2, No. 7, 1910. 

Brown, Joseph C, and Coffman, Lotus D. How to Teach Arithmetic. 

Row, Peterson & Co., 1914. 373 p. 
Brownlee, Jane. Character Building in School. Houghton Mifflin Co., 

1912. 268 p. 



Professional Normal Institutes. 31 

Burks, Frances Williston, and Jesse D. Health and the School. D. 
Appleton & Co., 1913. 393 p. Bibliography. 

Cabot, Ella L. Ethics for Children. Houghton Mifflin Co., 1910. 262 p. 

Cabot, Ella L., and others. A Course in Citizenship. Houghton Mifflin 
Co., 1914. 379 p. 

California State Board of Education. Vocational Guidance. Bibli- 
ography. Bulletin No. 12, 1916. 

Campagnac, E. T. The Teaching of Composition. Houghton Mifflin Co. 
65 p. 

Charters, W. W. Teaching the Common Branches. Houghton Mifflin Co., 

1913. 355 p. Bibliography. 

Clark, S. H. How to Teach Reading in the Public Schools. Scott, Fores- 
man & Co., 1898. 312 p. 

CoFFMAN, Lotus D., and Brown, J. C. See Brown. 

Cook, W. A., and O'Shea, M. V. The Child and His Spelling. Bobbs- 
Merrill Co., 1914, 282 p. 

Cooley, Anna M. Domestic Art in Woman's Education. Charles Scribner's 
Sons, 1911. 274 p. 

Cooley, Anna M., and Kinne, Helen. See Kinne. 

Cubberley, Ellwood p. The Improvement of Rural Schools. Houghton 
Mifflin Co., 1912. 76 p. 

Cubberley, Ellwood P. Rural Life and Education. Houghton Mifflin 
Co., 1914. 367 p. Bibliography. 111. 

CuLTER, Horace M., and Stone, Julia M. The Rural School: Its Methods 
and Management. Silver, Burdett & Co., 1913. 365 p. 

Curtis, Henry S. Education Through Play. Macmillan Co., 1915. 359 p. 
Bibliography. 

Davis, Jesse Buttrick. Vocational and Moral Guidance. Ginn & Co., 

1914. 303 p. Bibliography. 

DeGarmo, Charles. ^Esthetic Education. Syracuse, Bardeen, 1913. 
161 p. 

Dewey, John and Evelyn. Schools of To-morrow. E. P. Dutton & Co., 

1915. 316 p. 111. 

Dresslar, Fletcher B. School Hygiene. Macmillan Co., 1913. 369 p. 

Dunn, Arthur William. The Community and the Citizen. D. C. Heath 
& Co., 1907. 266 p. 

Earhart, Lida B. Types of Teaching. Houghton Mifflin Co., 1915. 277 p, 

FoGHT, Harols W. The American Rural School. Macmillan Co., 1911. 
361 p. 

Freeman, Frank N. The Teaching of Handwriting. Houghton Mifflin Co., 

1914. 155 p. 
Gilbert, Charles B. What Children Study and Why. Silver, Burdett 

& Co., 1913. 331 p. 

Groos, Karl. The Play of Man. D. Appleton & Co., 1901. 412 p. 

Haliburton, Margaret W., and Smith, Agnes G. Teaching Poetry in the 
Grades. Houghton Mifflin Co., 1911. 168 p. 

Hall, Otis Earl, and Betts, George H. See Betts. 

Hart, Joseph K. Educational Resources of Village and Rural Communi- 
ties. Macmillan Co., 1913. 277 p. 

Huey, E. B. Psychology and Pedagogy of Reading. Macmillan Co., 1908. 
469 p. 

HoAG, Ernest Bryant, and Terman, Lewis M. Health Work in the 
Schools. Houghton Mifflin Co., 1914. 321 p. 

HoDGE, George, and Sneath, E. Hershley. See Sneath. 



32 Kansas State Board of Education. 

Huntington, Emily. How to Teach Kitchen Garden. Doubleday, Page & 
Co., 1901. 168 p. 

HuRLL, ESTELLE M. How to Show Pictures to Children. Houghton Mifflin 
Co., 1914. 138 p. 

Jenkins, Frances. Reading in the Primary Grades. Houghton Mifflin Co., 

1915. 125 p. 
Jenks, Jeremiah W. Citizenship and the Schools. Henry Holt & Co., 

1906. 264 p. 

Johnson, G. E. Education by Plays and Games. Ginn & Co., 1907. 234 p. 
Bibliography. 

Judson, H. p. The Higher Education as a Training for Business. Uni- 
versity of Chicago Press, 1911. 

Kansas State Agricultural College. Publications relating to the 
teaching of agriculture and home economics. 

Kansas State Department of Education. Standard Rural Schools. 18 p. 
Kansas State Normal School, Emporia. Bureau of Measurements and 
Standards. Leaflets. 

Kemp, E. L. Methods for Elementary and Secondary Schools. J. B. Lip- 
pincott Co., 1915. 311 p. 

Kern, Olly Jasper. Among Country Schools. Ginn & Co., 1906. 366 p. 
Kendall, Calvin H., and Mirick, Geo. H. How to Teach the Funda- 
mental Subjects. Houghton Mifflin Co., 1915. 329 p. Bibliography. 

King, Irving. Education for Social Efficiency. D. Appleton & Co., 1913. 

311 p. 
KiNNE, Helen, and Cooley, Anna M. Shelter and Clothing. Macmillan 

Co., 1914. 377 p. 

Klapper, Paul. Principles of Educational Practice. D. Appleton & Co., 
1912. 485 p. Bibliography. 

Klapper, Paul. Teaching Children to Read. D. Appleton & Co., 1914. 

213 p. 
Krehbiel, Henry Edward. How to Listen to Music. Charles Scribner's 

Sons, 1897. 361 p. 

Ladd, George Trumbull. The Teacher's Practical Philosophy. Funk & 

Wagnalls, 1911. 331 p. 
Laing, Mary E. Reading: A Manual for Teachers. D. C. Heath & Co., 

1908. 216 p. 
Leake, Albert H. The Means and Methods of Agricultural Education. 

. Houghton Mifflin Co., 1915. 273 p. 
Leavitt, Frank Mitchell, and Brown, Edith. Prevocational Education 

in the Public Schools. Houghton Mifflin Co., 1915. 245 p. 
Mace, William H. Method in History. Rand, McNally & Co., 1914. 311 p. 

McKeever, William A. The Industrial Training of the Boy. Macmillan 

Co., 1914. 72 p. 
McMuRRY, Charles. Special Method in the Reading of Complete English 

Classics in the Grades of the Common Schools. Macmillan Co., 1903. 

254 p. 

Milne, Florence. The Teacher. Scott, Foresman & Co., 1912. 287 p. 

Eliot, Charles W. The Value During Education of the Life-career Motive. 
N. E. A. Proceedings, 1910. 

Mirick, George A., and Kendall, Calvin N. See Kendall. 

O'Shea, M. V. Everyday Problems in Teaching. Bobbs-Merrill Co., 

1912. 388 p. 
O'Shea, M. V. Linguistic Development and Education. Macmillan Co., 

1907. 347 p. 

O'Shea, M. V., and Cook, W. A. See Cook. 



Professional Normal Institutes, 33 

Palmer, George Herbert. Self-cultivation in English. Houghton Mifflin 
Co., 1909. 48 p. 

Palmer, George Herbert. The Ideal Teacher. Houghton Mifflin Co., 
1910. 32 p. 

Parson, Frank. Choosing a Vocation. Houghton Mifflin Co., 1909. 
Parsons, Frank Alvah. Interior Decoration: Its Principles and Practice. 
Doubleday, Page & Co. 

Patton, Frances. Home and School Sewing. Newson & Co. 

Perry, Arthur C. The Status pf the Teacher. Houghton Mifflin Co., 
1912. 78 p. 

Playground Association of America. New York. Publications. 

Reed, A. H., and Sherman, E. B. See Sherman. 

Richards, Ellen Henrietta. Application of the Household Arts and 
Sciences in the Elementary Schools. In N. E. A. Proceedings, 1909. 
pp. 473-476. 

Root, William T., and Waddle, Charles W. See Waddle. 

Sargent, Walter. Fine and Industrial Arts in Elementary Schools. Ginn 
& Co., 1912. 132 p. 

Seerley, Homer H. The Country School. Charles Scribner's Sons, 1913. 
218 p. 

Sheffield, Alfred Dwight. Grammar and Thinking. G. P. Putnam's 
Sons, 1912. 193 p. 

Sherman, E. B., and Reed, A. A. Essentials of Teaching Reading. Uni- 
versity Publishing Co., 1915. .261 p. 

Smith, Agnes G., and Haliburton, Margaret W. See Haliburton. 
Smith, David Eugene. The Teaching of Arithmetic. Ginn & Co., 1913. 
196 p. 

Sneath, E. Hershley, and Hodge, George. Moral Training in the School 
and Home. Macmillan Co., 1913. 221 p. 

Stone, Julia M., and Culter, Horace M. See Culter. 

Strayer, George D. A Brief Course in the Teaching Process. Macmillan 

Co., 1912. 315 p. 
Surette, Thomas Whitney. Music for Children. In Atlantic Monthly, 

March, 1916, p. 356-365. 
Sutherland, W. J. The Teaching of Geography. Scott, Foresman & Co., 

1909. 312 p. 
Tanner, Amy Eliza. The Child: His Thinking, Feeling, and Doing. Rand, 

McNally & Co., 1915. 534 p. (Revised edition.) Bibliography. 
Terman, Lewis M., and Hoag, Ernest Bryant. See Hoag. 
United States Bureau of Education. Agricultural Education. Bulletin, 

1907, No. 2. 
United States Bureau of Education. Agricultural Teaching. Bulletin. 

1914, No. 27. 
United States Bureau of Education. Bibliography of Education in 

Agriculture and Home Economics. Bulletin, 1912, No. 10. 
United States Department of Agriculture. The Teaching of Agri- 
culture in the Rural Common Schools. Experiment Stations, Circular 

No. 60, 1904. 
Waddle, Charles W., and Root, William T. A Syllabus and Bibliography 

on Child Study With Special Reference to Applied Child Psychology. 

Bulletin of the Los Angeles State Normal School, 1915. 98 p. 
Wallin, J. E. Wallace. The Mental Health of the School Child. Yale 

University Press, 1914. 463 p. 
Wayland, John W. How to Teach American History. Macmillan Co., 

1914. 349 p. Bibliography. 



34 Kansas State Board of Education. 

Weaver, E. W., and Baylor, J. F. Profitable Occupations for Boys. A. S. 
Barnes Co., 1915. 282 p. A discussion of opportunities in different 
trades and occupations, with bibliography. 

Welch, John S. Literature in the School. Silver, Burdett & Co., 1910. 

236 p. 
Welpton, W. p. Primary Artisan Education. Longmans, Green & Co., 

1913. 252 p. 
Whitcomb, Ida Prentice. Young Peoples' Story of Art. Dodd, Mead & 

Co., 1909. 380 p. 
Wilson, H. B. and G. M. The MotivAion of School Work. Houghton 

Mifflin Co., 1916. 
Wray, Angelina. Jean Mitchell's School. Public School Publishing Co., 

1912. 



D 



"mii 



